TEACHING MEDIA 6

CHAPTER REPORT 6

Visuals

Nonprojected Visuals

Nonprojected visuals can translate abstarct ideas into a more realistic format. Nonprojected visuals are easy to use because they do not require any equipment. They are particulary helpful with objectives requiring identification of people, places, or things.

Still Pictures

Still pictures are photographic representations of people, places, and things.They are readily available in books, magazines, newspapers, catalogs, and calendars. You can include skill in decoding textbook pictures in instructional objectives to motivate learners to use them for study purposes.

Drawings

Drawings, sketches, and diagrams employ the graphic arrangement of lines to represent persons, places, things, and concepts. Drawings are, in general, more finished and representational than sketces, which are likely to lack detail. Teacher-made drawings can be effective aids to learning.

Charts

Charts are visual representations of abstract relationships such as chronologies, quantities, and hierarchies. A chart should have a clear, well-defined instructional purpose. A well designed chart should communicate its message primarily through the visual channel.

Graphs

Graphs provide a visual representation of nummerical data. Data can be interpreted more quickly in graph form than in tabular form. Graphs are also more visually interesting than tables. You and your students can use drawing programs for layout and design as well as for drawing and illustrating.

Posters

Posters incorporate visual combinations of images, lines, color, and words. They are intended to catch and hold the viewer’s attention at least long enough to communicate a brief message, usually persuasive one. Posters can be effective in numerous learning situations. An effective learning technique is to have students design posters as part of class project, during fire prevention week or dental health month.

Cartoons

Cartoons are perhaps the most popular and familiar visual format. Cartoons are easily and quickly read and appeal to children and adults alike. You can often use them to make or dom as well as wit.

Projected Visuals

Projected visuals are defined here as media formats in which still images are enlarged and displayed on a sreen. Such projection may be achieved by passing a strong light through transparent film, magnifying the image through a series of lenses, and casting this image onto a reflective surface.

Document Cameras

The document cameras is a video camera mounted on a copy stand, pointed downward at documents, flat pictures, or graphics and small objects.Some document cameras can be folded into portable units and moved into classrooms.

Overhead Projection

The typical overhead projector is a simple device. Basically, its is a box with a large specture, or “stage,” on the top surface. In another sort of overhead projector, the light source is above the projector stage and shines down the transparency.

Creating Overhead Transparancies

·         Direct Drawing Method

The most obvious way of quickly preparing a transparency is simply to draw directly on a transparent sheet with a marking pen.

·         Electrostatic Film Process (Xerography)

All plainpaper copiers that operate by the electrotastic film (xerography) process can be used to make black and white transparencies.

·         Overheads Created by Computer

With presentation graphics software, such as Microsoft’s Power Point, even users without specialized graphics training can create attractive graphic displays in a form suitable for professional presentation.

Slides

The term slide refers to a small format photographic transparency individually mounted for one at a time projection.

Teacher and Student Produced Slides

A major advantage of slides as an instructional medium is the ease with which both teachers and students can be produce them.

·         Producing “Slide Shows” by Digital Photography

·         Producing Slides by Copying Visuals

·         Producing Slides with a Computer

Digital Images

CD-ROM

CD-ROM has the capacity to handle not only quality sound but also large quantities of text and visuals. CD_ROM is a storage system that utilizes a compact, rugged, and lightweight disc only 12 centimetes in diameter. They are popular in school setting, library media centers, and classrooms of all sorts.

Photo CD

The photo CD utilizes digital technology to store photographic images. For only a few dollars you can have your photographs, from a regular camera, developed and placed on a compact disc.

DVD-ROM

Similar to the CD-ROM, DVD-ROM is also a digital storage format, but with greater capacity. DVD-ROM is an ideal medium for text, visuals, animation, motion video, and audio formats that have large storage requirements.

Digital Camera

Instead of storing the visuals on photographic film, digital cameras connect directly to a computer to place the image onto the computer. These images can be used in many different ways. It is also possible to use software programs, such as Photoshop, tp alter the images in ways that enchance or improve their quality or the nature of the image.

Stills from Videotape of Videodisc

Videodiscs resemble silver, shiny photograph records. They are also referred to as laser discs. Recorded images and sound are stored of these disc in analog format.

Digital Image Projection

Digital images can be shown to individuals using a computer monitor. For showing these images to a group, you can use a large television monitor, an LCD panel on a overhead projector, or a data projector.

TEACHING MEDIA 5

CHAPTER REPORT 5

Visual Principles

The Roles of Visuals in Instruction

Attempts to make broad generalizations about the role of visuals in learning invariably fail to yield simple answers. One role that visuals definitely play is to provide a concrete referent for ideas. Words don’t look or sound (usually) like the thing they stand for, but visuals are iconic that is, they have some resemblance to the thing they represent. And visuals can simplify information that is difficult to understand.

Visual Literacy

Today we use the term visual literacy to refer to the learned ability to interpret visual messages accurately and to create such messages. Visual literacy can be develop through two major approaches:

-    Input strategies. Helping learners to decode, or “read,” visuals proficiently by     practicing visual analysing skills.

-       Output startegies. Helping learners to encode, or “write,” visuals to express             themselves and communicate with others.

A.    Decoding: Interpreting Visuals

Learners must be guided toward correct decoding of visuals. One aspect of visual literacy, then, is the skill of interpreting and creating meaning from surrounding stimuli.

1.   Developmental Effects. Prior to the age of 12, children tend to interpret visuals section by section rather than as a whole. Students who are older however, tend to summirize the whole scene and report a conclusion about the meaning of the picture.

2.   Cultural Effects.In teaching, we must keep in mind that the act of decoding visuals may be affected by the viewer’s cultural background. Different cultural groups may perceive visual materials in different ways.

3.   Visual Preferences. In selecting visuals, teachers have to make appropriate choises between the sorts of visuals that are preferred and those that are most effective.

B.     Encoding: Creating Visuals

Another route to visual literacy is through students creation of visual presentations. Just as writing can spur reading, producing media can be a highly effective way of understanding media.

Goals of Visual Design

For purposes of information and instruction, good visual design tries to achieve at least four basic goals in terms of improving communication:

A.   Ensure Legability. The goal of good visual design is to remove as many obstacles as possible that might impede transmission of your message.

B.  Reduce Effort. As a designer you want to convery your message in such a way that viewers expend little effort making sense out of waht they are seeing and are free to use most of their mental effort for understanding the message itself.

C.  Increase Active Engagement. The major goal is to make your design as appealing as possible to get viewers attention and to entice them into thinking about your message.

D.  Focus Attention. The overall design pattern plus spesific directional guides are your means for achieving the goal of focusing attention.

Precesses of Visual Design

Teachers, designers, and others who create visual and verbal/visual displays face a series of design decisions about how to arrange the elements to achieve their goals.

1.    Elements. Selecting and aseembling the verbal/visual elements to incorporate into the display.

-    Visual elements. Realistic visuals show the actual object to under study. Analogic visual convey a concept or topic by showing something else and implying a similarity. Organizational visuals include: flowcharts, graphs, maps, schematics, and classification charts.

-  Verbal elements. Most displays incorporate some type of verbal information in addiction to visuals.

Ø  Letter style

Ø  Number of lettering styles

Ø  Capitals

Ø  Color of lettering

Ø  Size of lettering

Ø  Spacing between letters

Ø  Spacing between lines

-     Elements that add appeal.Your visual have no chance of having an effects unless it captures and holds the viewer’s attention.

Ø  Suprise

Ø  Texture

Ø  Interaction

2.     Pattern

Having made tentative decisions about what elements to include in your visual display, you are ready to consider it overall “look.”

-        Allignment

The most effective way to establish such visual relationships is to use alligment. Viewers will perceive element to be aligned when the edges of horizontal or vertical line.

-        Shape

Another way to arrange the visual and verbal elements is to put them into a shape that is already familiar to the viewer.

-        Balance

In general, try to avoid imbalance using a distinctly disproportionate weight distribution because it tends to be jarring.

-        Style

Different audiences and differents setting call for different design styles. Your choise of lettering and type of pictures should be consistent with each other and with the preferences of the audience.

-        Color Scheme

When choosing a color scheme for a display, consider the hormoniousness of the colors.

-        Color Appeal

Artists have long appreciated that blue, green, and violet are considered “cool” colors, whereas red and orange are considered “warm” colors.

3.      Arrangement

-    Proximity. Once you have established the overall shape of your display, you will want to arrange the items within the pattern. If a display includes verbal labels for the picture elements, connect the related words and pictures clearly.

-     Directionals. Viewers scan a dipslay, with their attention moving from one part to another. If you want viewers to “read” the display ina particular sequence or focus on some particular element, you can use various other devices, called directionals, to dirrect attention.

-    Figure-Ground Contrast. The simple rule of figure-ground contrast is that dark figures show up best on light ground and light figures show up best on dark grounds.

-     Consistency. The more often the arrangement conforms to these rules (or exhibits consistency) the more viewers trust the rules.

Visual Planning Tools

These skills grow with practice, and with practice you will find yourself thinking visually more often as you grapple with instructional problems.

A.    Storyboard

If you are designing a series of visuals such as for several related overhead transparencies, a slide set, a video sequence, or a series of computer screens storyboarding is a handy method of planning.

B.     Types of Letters

A variety of lettering techniques for visual exists. The simplest is freehand lettering with makers and felt-tip pens, which some in array of colors and sizes. You also may cut letters from construction paper or other materials, because the letter are easy to use. And the letters are “printed” on strips of clear plastic or colored films.

C.     Drawing, Sketching, and Cartooning

With a little practice, you may be surprised by how well you can draw. Simple drawings can enchance chalkboard presentations, class handouts, bulleting boards, and overhead transparencies.

Digital Images

As computer technologies advance, creating visual images has moved into the digital world. Students may use digital cameras to create originals or may transfer images into digital formats using scanners. Digital images are another example of nonlinear media.

A.    Digital Camera

Digital camera re small and lightweight with fewer moving parts than  traditional cameras.

B.     Scanners

Scanners work with computers to tranfers existing visual images, such as drawings, or photographs, into digitized computer graphic files.

C.     Photo CDs

An alternative for digital images that is less expensive and that use equpment that be in schools in the photo CD.

D.    Caution When Editing Images

It is important to recognize the need for caution when digitally editing or changing images, as there arises the possibility of misrepresentation.

TEACHING MEDIA 4

CHAPTER REPORT 4

MEDIA AND MATERIALS

Many of the media and materials discussed in this chapter are so common the instructors are inclined to underestimate their instructional value. The focus in this chapter is on media and materials the discussion includes real objects, models, printed materials, free, and inexpensive materials, field trips, and the devices used to display visuals (chalkboards, multipurpose boards, copy boards, flip charts, and more)

MANIPULATIVES

Real objects such as coins, tools, artifacts, plants and animals are some of the most accessible, intriguing, and involving materials in educational use. Being concrete, real objects fit near the bottom of Dale’s Cone of Experience meaning that they are especially appropriate for learners who are encountering a subject about which they have had little direct experience in their daily lives. Real objects may be used as is, or you may modify them to enhance instruction. Examples of modification include following:

·         Cutaways

·         Specimens

·         Exhibits

Models are three dimensional representations of real objects. A model may be larger, smaller, or the same size as the objects it represents. It may be complete in detail or simplified for instructional purposes. Models of almost anything from airplanes to zebras can be purchased for classroom use. A variety of model kits is also available for you or your students to assemble. Mock ups which are simplified representations of complex devices or processes, are prevalent in industrial training. Models and real objects are the recommended media when realism is essential for learning. They provide concepts that involves three dimensions.

COMPUTER PROGRAMS AND MANIPULATIVES

The recent addition of manipulatives and student hands on materials included in computer software packages is and an exciting science CD-ROM series that combines the power of technology with the effectiveness of hands on manipulatives is available in an all in one easy to use kit. Science court explorations comes with a hybrid Mac/Win CD-ROM, a class set of manipulatives (enough for six cooperative learning teams) and a comprehensive teacher/s guide with reproducible worksheets and take home activities.

FIELD TRIPS

And excursion outside the classroom to study real process people and objects often grows out of students need for firsthand experiences. It makes it possible for students to encounter phenomena that cannot be brought into the classroom into the observation and study.

Examples of field trips include a trip of a few minutes into the school yard to observe a tree, a trek across the street to see construction work, or a longer trip of several days to tour historical locations.

The schools media specialist can increase the chances for a successful field trip experience by maintaining a local resource file. Usually the file record includes the name, address and phone number of the person to contact . a good resource file will also include notes regarding the value of previous trips or the way speaker was previously received.

Virtual field trips are an extension of actual field trips. Often the expense or the time to travel to a particular interesting location is not possible. For a field trip to be justified, it should grow up of and be directly related to the regular course study.

FREE AND INEXPENSIVE MATERIALS

With the ever increasing costs of instructional materials, teachers, and trainers should be awake of the variety of materials they may obtains for classroom use at tittle or no cost. These free and inexpensive materials can supplement instructions in many subjects they can be the main source of instruction in many subjects they can be the main source of instruction on certain topics. The types of free and inexpensive are almost endless. The more commonly available items include posters, games, pamphlets, brochures, reports, charts, maps, books, audiotapes, videotapes, multimedia kits, and real objects. Another resource that has become very important for obtaining free and inexpensive materials is the internet.

Free and inexpensive materials include all the types of media discussed in this book visuals real objects diotapes CD’s videotapes photographs and even computer programs.

APPRAISING MATERIALS

As with any others type of materials, appraise the educational value of free and inexpensive materials critically. Some are very click but now educationally sound. For additional information on this topic go to the Web Links module in Chapter 4 of the companion website.

DISPLAY SURFACES

If you are going to use visuals such as photographs drawings, charts, graphs or posters, you need a way to display them. Visual may be displayed in the classroom in a variety of ways, ranging from simply holding up a single visual in your hand to constructing elaborate exhibits for permanent display.

CHALKBOARDS

The most common display surface in the classroom is, of course the chalkboard. On called blackboards, they now come in variety of colors as does chalk. A chalkboard is such a common classroom item that instructions often neglect to give it the attention and respect it deserves as an instructional device. Using a chalkboard effectively requires conscious effort.

MULTIPURPOSE BOARDS

Some classrooms are equipped with multipurpose boards. Instead of chalkboards. These are also called whiteboards or marker boards. Are the name implies, you can use them for more than one purpose. Their smooth, white plastic surface requires as special erasable marker rather than chalk. Don’t use permanent markers. These markers may permanently damage the surface.

COPY BOARDS

A high tech variation of the multipurpose board is the copy board or electronic whiteboard. This device makes reduced size paper copies of what is written on the board. It look like a smaller multipurpose board but may contain multiple screens of frames one at a time, and add new information as desired. You can move the writing surface forward or backward to the desired frame quickly and easily.

You can write on the copy board using any erasable marker, if you make a mistake, erase your error as you would on any multipurpose board.

The special feature of the copy board is that the frames can be copied in about 10 seconds. You can make as many copies of each frame as you like by pushing the appropriate button. By copying the information almost instantaneously, you’re free to erase the board and continue to teach without losing valuable time or ideas.

PEGBOARDS

Another popular display surface is the pegboard. Its particularly useful for displaying heavy objects, three dimensional materials, and visuals. Pegboards are made of tempered Masonite with 1/8 inch hole drilled 1 inch apart. Pegboard material is usually ¼ inch thick and comes in 4 by 8 foot sheets, which can be cut to any size.

BULLETIN BOARDS

The term bulletin board implies a surface in which bulletins brief news announcements of urgent interest are posted for public notice. This was the original purpose of bulletin boards, but it does not describe the variety of uses of these display spaces today. A bulletin board is a surface of variable size and shape made of a material that holds pins, thumbtacks, and other sharp fasteners without damage to the board. The decorative bulletin board Is probably the most common, certainly in schools. Its function is to lend visual simulation to the environment.

Displaying student work exemplifies the motivational use of bulletin boards. The public recognition offered by such displays can play an important role in the life of the classroom.

Another form of learner participation is in taking part in the actual construction pf the display. For example to introduce a unit on animals an elementary teacher might ask teach student to bring in a picture of a favorite animal.

Preparing an effective bulletin board display, whether done by teacher or students requires some thought and planning.

Once you have decided on an approach and have assembled some materials, you can refer to How To Design Bulletin Boards for tips on arranging the elements into a display that will send its message clearly and attractively.

Criteria for Evaluating your Bulletin Boards:

·         Emphatic

·         Balanced

·         Interactive

·         Lettered properly

·         Relative

·         Durable

·         Neat

CLOTH BOARDS

Are constructed of cloth stretched over a study backing material such as plywood, Masonite, or heavy cardboard. Pieces of flannel stick together when gentle pressure is applied. You can draw with felt tip markers on visuals can back still pictures and graphics with pieces of flannel. The most expensive cloth board is made from hook and loop material. The hook and loop board has a fine but fuzzy surface composed of tiny strong nylon loops. Teachers of reading and other creative activities often use the cloth board to illustrate storied, poems, and other reading materials.

MAGNETIC BOARDS

Serve much the same purpose as cloth boards, visuals are backer with magnets and then placed on the metal surface of the board. Magnetic boards, magnets, and flexible strips of magnetic materials for use in backing are available commercially. Plastic lettering with magnetic backing is available from teacher supply stores and can be used for captioning visuals.

FLIP CHARTS

Is a pad of large paper fastened together at the top and mounted to and easel. The individual sheets each hold a limited verbal/visual message and usually are arranged for sequential presentation to a small group. The most common use of flip charts, trough is for the extemporaneous drawing of key illustration and key words to supplement a standup presentation.

EXHIBITS

Are collections of various objects and visuals designed to form an integrated whole for instructional purpose. Any of the visuals discussed in this chapter as well as models and real objects can be included in an exhibit and any of the display surfaces discussed can contribute to an exhibit.

There are two types of exhibits displays and dioramas. A display is a collection of materials, where a diorama shows a three dimensional scene:

·         Displays

·         Dioramas

·         Diorama designer

TEACHING MEDIA 3

CHAPTER REPORT 3

The Assure Model

Contructed a procedural model to which have given the acronym ASSURE it is intended to assure effective instruction. Gagne’s (1985) research revealed that well-designed lessons begin with the arousal of students’ interest and then move on to present new material, involve students in practice with feedback, assess their understanding, and go on to followup activities. The ASSURE model incorporates these events of instruction. The ASSURE model focuses on planning surrounding the actual classroom use of media and technology.

Analyze Learners

The first step in the ASSURE model, therefore, is analyze of your audience. It is not feasible to analyze every trait of your learners. Several factors, however, are critical for making good methods and media decisions:

-          General characteristics

-          Spesific entry competences

-          Learning styles

The third factor, learning style, refers to the spectrum of psychological traits that effect how we perceive and respond to different stimuli, such as anxiety, aptitude, visual, or auditory preference, motivation, and so on.

A.    General Characteristics

Even a superficial analysis of learner characteristics can provide helpful leads in selecting instructional methods and media. Learners entering a new conceptual area for the first time may need more direct, concrete kinds of experiences, such as fields trips or role playing exercises.

B.     Spesific Entry Competencies

The assumption that learners have the prerequisite knowledge or skill to begin the lesson can seldom be accepted casually in school settings. Furthermore, researcher studying the impact of different psycological traits on learning have reach the unexpected conclusion that students’ prior knowledge of a particular subject influences how and what they can learn more than does any psychological trait.

C.     Learning Style

Learning style refers to a cluster of psychological traits that determine how an individual perceives, interacts with, and responds emotinally to learning environments. Learning tyle variables discussed in the literature can be categorized as perceptual preferences and strength, information processing habits, motivational factors, and psychological factors.

1.     Perceptual Preferences and Strength, the main gateways include auditory, visual, tactile, and  kinesthetic.

2.   Information Processing Habits, this categoty includes a range of variables related to how individuals tend to approach the cognitive processing of information.

3.   Motivational Factors, motivation is an internal state that leads people to choose to work toward or againts certain goals and experiences. It defines what people will do rather than what they can do (Keller, 1987). Motivators can be categorized as either intrinsic or extrinsic. Intrinsic motivators are generated by aspects of the experince or task itself, such as challenge or curiosity. Extrinsic motivators are generated by factors not directly related to the experience or task, such as grades or recognition.

Keller describes four essential aspects of motivation:

-          Attention

-          Relevance

-          Confidence

-          Satisfaction

4.  Physiological Factors, factors related to gender differences, health, and environmental conditions are among the most abvious influences on the effectiveness of learning. Boys and girls tend to respond differenly to various school experiences.

State Objectives

An objective is a statement not of what the instructor plans to put into the lesson but of what learners ought to get out of the lesson. And objective is a statement of what will be achieved, not how it will be achieved.

A.    The ABCDs of Well-Stated Objectives

A well-stated objectives starts by naming the Audience for whom the objective is intended. It then spesifies the Behavior or capability to be demonstarte and the Conditions under which the bahavior or capability will be observed.

-         Audience

Accomplisment of the objective depens on what learners do, the objectives begins by starting whose capability is going to be changed. If you are repeating the objective in material written for student use, the informal “you” is preferable.

-         Behavior

The behavior or performance started in the obejctive should reflect the real-world capablity learners need, not some artificial ability needed for successful performance on a test.

-         Conditions

A statement of objectives should include the condition under which the performance is to be observed.

-         Degree

The final requirement of well-stated objective is that it indicates the standard, or criterion, by which acceptable performances will be judged.

B.     Classification of Objectives

Classifying objectives is much more than an academic exercise for educational psychologists. An objective may be classified according to the primary type of learning outcome at which it is aimed.

C.     Objectives and Individual Differences

Objectives in any the domains just discussed may, of course, be adapted to the abilities of individual learners. The started philosophy of most schools and colleges is to help students fulfill their full potential.

Select Methods, Media, and Materials

A systematic plan for using media and technology certainly demands that the methods, media, and materials be selected systematically in the first place. The selection process has three steps: (1) decideng on the appropriate method for the given learning tasks, (2) choosing the media format that is suitable for carrying out the method, and (3) selecting, modifying, or designing spesific materials within that media format.

A.    Choosing a Method

Any given lesson will probably incorporate two or more methods to serve different purposes at different points in the progression of the lesson.

B.     Choosing a Media Format

A media format is the physical form in which a message is incorporated and displayed. Choosing a media format can be a complex task considering the vast array of media and technology available, the variety of learners, and the many objectives to be pursued.

C.     Obtaining Spesific Materials

Obtaining appropriate materials will generally involve in one of three alternatives: (1) selecting available materials, (2) modifying existing materials, or (3) designing new materials.

1.      Selecting materials

-          Involving the Media/Technology Specialist

-          Surveying the Sources

-          Selection Criteria

-          The Instructor’s Personal File

2.      Modifying Existing Materials

This can be both challenging and creative. In terms of time and cost, it is more efficient procedure than designing your own materials, although the type and extent of necessary modification will, of course, vary.

3.      Designing New Materials

However, there may be times when your only resource is to design your own materials. As is the case with selecting from available materials, you must consider certain basic elements when designing new materials:

-          Obejctives

-          Audience

-          Cost

-          Techincal Expertise

-          Equipment

-          Facilities

-          Time

Utilize Media and Materials

The recommended utilization procedures are based on extensive research. The increased availability of the media and the philosophical shift from the teacher centered to student centered learning increases the likelihood that the student will be using the materials themselves as individuals or in a small group rather than wastching as the teacher present them to whole class.

A.    Previewing the Materials

During the selection process, should determine that the materials are appropriate for the audience and objectives.

B.     Prepare the Materials

Prepare the media and the materials to support the instructional activities that have plan to use.

C.     Prepare the Environment

Certain factors are often taken for granted for any instructional situation comfortable seating, adequate ventilation, climate control, suitable lighting, and the like.

D.    Prepare the Learners

A proper warmup, from an isntructional point of view, may be similar to one of the following:

-          An introduction giving a broad overview of the content of the lesson

-          A rationale telling how it relates to the topic being studied

-          A motivating statement

-          Cues directing attention to spesific aspects of the lesson

E.     Provide the Learning Experience

If the materials are teacher based, should present like a professional. If the experience is student centered, must play the role of guide of facilitator, helping students to explore the topic on the Internet, discuss the content, prepare materials for posrtfolio, or present information to their classmates.

Require Learner Participation

The behaviorist perspective proposes that individuals learn what they do that is, learning is process of try instruction. Followup activities can provide further approtunities. Teacher guides and manuals written to accompany instructional materials often suggest techniques and activities for eliciting and reinforcing student responses.

Evaluate and Revise

The final competent of the ASSURE model for effective learning is evaluation and revision. Evaluation is not the end of the instruction. It is the starting point of the next and continuing cycle in systematic ASSURE model for effective use of instructional media.

A.    Assement of Learner Achievement

The method of assesing achievement depends of the nature of the objective. Some objectives call for relatively simple cognitive skills.

B.     Evaluation of Methods and Media

Evaluation also includes assessment of instructional methods and media. Particularly after first use, instructional materials need to be evaluated to determine whether future use, with or without modification, is warranted.

C.     Revision

The final step of the instructional cycle is to sit back and look at the results of evaluation data gathering. That should reflect on the lesson and each component of it. Make notes immidiately following completion of the lesson, and refer to them before implement the lesson again.